Essential Skills for a Medical Teacher
1. Cover image - p. i 2. Title page - p. ii 3. Table of Contents - p. iii 4. Copyright - p. iv 5. Foreword - p. ix 6. Preface - p. xi 7. About the authors - p. xiii 8. Acknowledgements - p. xv 9. Section 1. Challenges you face as a teacher (Teaching responsibilities) - p. xv 10. 1. What is expected of you as a teacher at a time of change - p. 3 11. Section 2. Specifying what students should learn (Outcome-based education) - p. 10 12. 2. What is outcome- or competency-based education? - p. 13 13. 3. Specifying the learning outcomes and competencies - p. 22 14. 4. Describing and communicating the learning outcomes and competencies - p. 28 15. 5. Twelve steps in establishing an outcome- or competency-based approach - p. 36 16. 6. Entrustable professional activities (EPAs) - p. 43 17. Section 3. Planning the curriculum (The curriculum) - p. 49 18. 7. The ‘authentic’ curriculum - p. 53 19. 8. Ten questions to ask when planning a curriculum - p. 60 20. 9. Sequencing curriculum content and the spiral curriculum - p. 67 21. 10. A student-centred approach and student engagement - p. 73 22. 11. Building learning around clinical problems and presentations - p. 80 23. 12. Using an integrated approach - p. 92 24. 13. Interprofessional education - p. 99 25. 14. Clinical teaching in the curriculum - p. 105 26. 15. Information overload and a curriculum with core content and options - p. 116 27. 16. The importance of the learning environment - p. 124 28. 17. Mapping the curriculum - p. 134 29. Section 4. Helping the student to learn (The teacher’s toolkit) - p. 140 30. 18. Selecting the teaching/learning method - p. 143 31. 19. Understanding basic educational principles - p. 148 32. 20. Demonstrating passion for teaching - p. 164 33. 21. Teaching large groups - p. 169 34. 22. Teaching small groups - p. 177 35. 23. Facilitating independent learning - p. 186 36. 24. Undertaking clinical teaching - p. 192 37. 25. Making use of simulation - p. 199 38. 26. Technology enhanced learning - p. 205 39. 27. Peer and collaborative learning - p. 214 40. Section 5. Checking that the student has learned (Assessment) - p. 218 41. 28. Your institution’s assessment PROFILE - p. 221 42. 29. Six questions to ask about assessment - p. 226 43. 30. Written assessment - p. 235 44. 31. Clinical and performance-based assessment - p. 240 45. 32. Portfolio assessment - p. 249 46. 33. Self-assessment - p. 254 47. 34. Assessment for admission to medicine and postgraduate training - p. 259 48. Section 6. Planning for the future - p. 264 49. 35. Evaluating the curriculum - p. 267 50. 36. Knowing what works and doesn’t work - p. 276 51. 37. Bringing about change - p. 283 52. 38. The future of medical education - p. 292 53. Index - p. 307
Essential Skills for a Medical Teacher
1. Cover image - p. i 2. Title page - p. ii 3. Table of Contents - p. iii 4. Copyright - p. iv 5. Foreword - p. ix 6. Preface - p. xi 7. About the authors - p. xiii 8. Acknowledgements - p. xv 9. Section 1. Challenges you face as a teacher (Teaching responsibilities) - p. xv 10. 1. What is expected of you as a teacher at a time of change - p. 3 11. Section 2. Specifying what students should learn (Outcome-based education) - p. 10 12. 2. What is outcome- or competency-based education? - p. 13 13. 3. Specifying the learning outcomes and competencies - p. 22 14. 4. Describing and communicating the learning outcomes and competencies - p. 28 15. 5. Twelve steps in establishing an outcome- or competency-based approach - p. 36 16. 6. Entrustable professional activities (EPAs) - p. 43 17. Section 3. Planning the curriculum (The curriculum) - p. 49 18. 7. The ‘authentic’ curriculum - p. 53 19. 8. Ten questions to ask when planning a curriculum - p. 60 20. 9. Sequencing curriculum content and the spiral curriculum - p. 67 21. 10. A student-centred approach and student engagement - p. 73 22. 11. Building learning around clinical problems and presentations - p. 80 23. 12. Using an integrated approach - p. 92 24. 13. Interprofessional education - p. 99 25. 14. Clinical teaching in the curriculum - p. 105 26. 15. Information overload and a curriculum with core content and options - p. 116 27. 16. The importance of the learning environment - p. 124 28. 17. Mapping the curriculum - p. 134 29. Section 4. Helping the student to learn (The teacher’s toolkit) - p. 140 30. 18. Selecting the teaching/learning method - p. 143 31. 19. Understanding basic educational principles - p. 148 32. 20. Demonstrating passion for teaching - p. 164 33. 21. Teaching large groups - p. 169 34. 22. Teaching small groups - p. 177 35. 23. Facilitating independent learning - p. 186 36. 24. Undertaking clinical teaching - p. 192 37. 25. Making use of simulation - p. 199 38. 26. Technology enhanced learning - p. 205 39. 27. Peer and collaborative learning - p. 214 40. Section 5. Checking that the student has learned (Assessment) - p. 218 41. 28. Your institution’s assessment PROFILE - p. 221 42. 29. Six questions to ask about assessment - p. 226 43. 30. Written assessment - p. 235 44. 31. Clinical and performance-based assessment - p. 240 45. 32. Portfolio assessment - p. 249 46. 33. Self-assessment - p. 254 47. 34. Assessment for admission to medicine and postgraduate training - p. 259 48. Section 6. Planning for the future - p. 264 49. 35. Evaluating the curriculum - p. 267 50. 36. Knowing what works and doesn’t work - p. 276 51. 37. Bringing about change - p. 283 52. 38. The future of medical education - p. 292 53. Index - p. 307
